Strand  Number 
Substrand  Fractions 
Stage  3 
Year  5 
Pointintime  Term 3 
Learning experience  Pikelet Sharing problem How would we share 3 pikelets among 4 people? How would we share 5 pikelets among 4 people? Draw and explain your answer. 
Foundation Statement  They (students) compare, order and perform calculations
with simple fractions, decimals and percentages and apply the four operations
to money in reallife situations. Students ask questions and undertake investigations, selecting appropriate technological applications and problem solving strategies. They use mathematical terminology and some conventions and they give valid reasons when comparing and selecting from possible solutions, making connections with existing knowledge and understanding. 
Outcome / key ideas  NS3.4 Compares, orders and calculates
with decimals, simple fractions and simple percentages. Key Ideas Model, compare and represent commonly used fractions (those with denominators 2, 3, 4, 5, 6, 8, 10, 12 and 100) Find equivalence between thirds, sixths and twelfths Express a mixed numeral as an improper fraction and vice versa 
Assessment strategy/ Assessment criteria 
Assessment strategy: 
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Strand  Number 
Substrand  Fractions 
Stage  3 
Year  6 
Pointintime  Term 3 
Learning experience  Pikelet Sharing problem How would we share 3 pikelets among 4 people? How would we share 5 pikelets among 3 people? Draw and explain your answer 
Foundation Statement  They (students) compare, order and perform calculations
with simple fractions, decimals and percentages and apply the four operations
to money in reallife situations. Students ask questions and undertake investigations, selecting appropriate technological applications and problem solving strategies. They use mathematical terminology and some conventions and they give valid reasons when comparing and selecting from possible solutions, making connections with existing knowledge and understanding. 
Outcome / key ideas  NS3.4 Compares, orders and calculates
with decimals, simple fractions and simple percentages. Key Ideas Model, compare and represent commonly used fractions (those with denominators 2, 3, 4, 5, 6, 8, 10, 12 and 100) Find equivalence between thirds, sixths and twelfths Express a mixed numeral as an improper fraction and vice versa 
Assessment strategy/ Assessment criteria 
Assessment strategy: The teacher: • observes students completing the task • listens to students’ explanations • analyses student work sheet and written explanations Assessment criteria: The student: • demonstrates understanding of quarters and thirds • records fractions as equal shares • explains how the items were shared equally • uses fraction notation 
Work samples and comments  Click here to see the worksamples for this task

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FRACTIONS STAGE 3 ASSESSMENT TASK 2
Strand  Number 
Substrand  Fractions 
Stage  3 
Year  6 
Pointintime  Term 3 
Learning experience  Selected tasks from Stage 3 programming support collected as the culmination of a unit of work on Fractions 
Foundation Statement  They (students) compare, order and perform calculations
with simple fractions, decimals and percentages and apply the four operations
to money in reallife situations. Students ask questions and undertake investigations, selecting appropriate technological applications and problem solving strategies. They use mathematical terminology and some conventions and they give valid reasons when comparing and selecting from possible solutions, making connections with existing knowledge and understanding. 
Outcome / key ideas  NS3.4 Compares, orders and calculates
with decimals, simple fractions and simple percentages. Key Ideas Model, compare and represent commonly used fractions (those with denominators 2, 3, 4, 5, 6, 8, 10, 12 and 100) Find equivalence between thirds, sixths and twelfths Express a mixed numeral as an improper fraction and vice versa. 
Assessment strategy/ Assessment criteria 
Assessment strategy: The teacher: • analyses student work Assessment criteria: The student: • orders, compares and represents fractions and decimals on a number line between 0 and 1 • explains and justifies strategies to solve a fraction problem • applies an appropriate problem solving strategy to a fraction problem 
Work samples and comments  Click here to see the worksamples for this task
